Healthcare institutions should prioritize SDL-friendly environments including protected learning time, access to digital tools, and mentorship programs¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

Based on the review's findings, the authors recommend that "institutions should prioritize SDL-friendly environments—such as providing protected learning time, access to digital tools, and mentorship programs." The review reports that mentorship programs pairing junior staff with experienced healthcare workers support goal-setting, access to resources, and constructive feedback. It also suggests hospitals encouraging open communication and offering digital learning platforms enable healthcare professionals to pursue SDL while balancing clinical responsibilities.

Design Implications¶

Context¶

Requirements¶

• Institutions must provide protected learning time, access to digital tools, and mentorship programs to create SDL-friendly environments.

Constraints¶

• The review notes challenges such as information overload and technical issues must be addressed to optimize digital tool use, and that in resource-constrained settings, availability of digital tools and reliable internet access may limit effectiveness.

Target Learners¶

• Healthcare professionals in clinical settings, including junior staff and experienced healthcare workers

Target Learning Goals¶

• Self-directed learning and continuous professional development

Claims¶

• Integrative SDL frameworks combining individual motivation with structured organizational support yielded the best outcomes in fostering lifelong learning among healthcare professionals [+W]
• Supportive organizational cultures enhance self-directed learning practices among healthcare professionals, whereas restrictive policies hinder them [+W]
• Social interactions and the learning environment significantly shape SDL behaviors and attitudes among healthcare professionals [+W]

Related Strategies¶

• Educators should provide clear instructions and avoid limiting student discussion to promote SDL
• Build supportive organizational structures — clear career pathways, mentorship programs, and leadership development — to enhance nurses' EBHC competence
• SDL implementation must be tailored to each healthcare system's socio-cultural and economic realities, including hierarchical structures and resource constraints

Examples¶

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Key Sources¶

• Berger-Estilita, Joana; Linda, Krista; Gogollari, Artemisa; Schmitz, Felix; Elfering, Achim; Guttormsen, Sissel (2025). Self-directed learning in health professions: A mixed-methods systematic review of the literature. PLoS One. https://doi.org/10.1371/journal.pone.0320530